PSED

Unit Title—Self confidence and self awareness

Key Knowledge—How to explore and enjoy all the activities within the classroom

Key Vocabulary—friend, share, take turns, happy, sad, play

Key Skills Developed - Self confidence and self awareness to select and use activi-ties and resources more independently and competently

Literacy

Key Texts-Dear Zoo / Gruffalo / Stick Man / The Christmas Story

Phonics Phase– Letters and Sounds Phase 1 / Aspect 4—Rhythm & Rhyme

Key knowledge—listen to stories in small or larger groups. Learn which words rhyme through different games and activities—We will learn to continue a rhyming string

Key vocabulary—listen, hear, sound, rhyme, rhythm

Communication and Language

Unit Title—Listening and attention

Key Knowledge—How to listen to stories and each other with increasing attention and recall

Key Vocabulary—listen, talk, like, dislike, think, feel, share, join

Key Skills Developed—Confidence to share experiences and ideas during carpet sessions, joining in with storytelling by repeating phrases and actions

Physical

Unit Title—Moving & Handling/Health and self care

Key Knowledge– how to hold mark making equipment correctly to draw recognisable marks/ how to go to the bathroom independently and wash hands

Key Vocabulary—hold, grip, control, pour,

Key Skills Developed– Holds mark making tools correctly can attend to toileting needs independently, asking for help if needed.

Understanding the World

Unit Title—Animals &Autumn (Christmas)

Key Knowledge—features of objects and living things / different weather & sea-sons / why we celebrate Christmas

Key Vocabulary—zoo, farm, jungle, live, habitat, autumn, weather, warm, cold.

Key Skills Developed—children to become aware of where they live and the natural world. Can talk about things observed such as plants, animals and found objects.

Expressive Arts and Design

Unit Title—Imaginative Role Play

Artist Focus—(Axel Scheffler - illustrations in familiar texts)

Key Knowledge- how to use props and costumes to role play and act out a story (Nativity) To learn new songs and join in with others / why we celebrate Christmas

Key Vocabulary—Jesus, Mary, Joseph, gifts, stable, star

Key Skills Developed– Children to take part in the Christmas Nativity, having roles, acting and singing songs.

Nursery

Autumn 2

Animals/Autumn

& Christmas

Key Texts—Dear Zoo/ Stick Man/The Christmas Story

Christian Value—Peace

PSCHE Focus—Celebrating difference

Music—Charanga Units

French - French essentials - Lesson 2

RE - Chatterbox Units -

I am special - To give pupils an under-standing that they are unique and special, to know that they are loved, valued & made by God.

Christmas - To explore the Nativity story to ensure that children know that Christ-mas is the celebration of Jesus’s birth.

PE

Key Skills—Movement. mat work, balance & o-ordination.

Key Vocabulary—move, fast, slow, balance, stretch, roll, curl, copy.

Enhancement Ops

Christmas Story and Nativity

Maths

Focus—Uses number names accurately in play—Recite number names in sequence / start to group/sort objects

Key Knowledge— count objects by lining up and arranging. Learn that lots of things can be counted. Learn different ways to sort objects (by size, colour)

Key Vocabulary—count, point, next, number, sort

Environment Writing

Start to write their own name on work around the classroom such as models they make and all pictures they draw - name cards introduced

Environment Maths

Count up to 5 objects in classroom

Number nursery rhymes

Sorting items around the classroom

Understanding the World/ Science

Unit Title—Healthy foods

Key Knowledge-Children will also learn about the importance of keeping healthy and the

things that contribute to this by, for example, making fruit kebabs. Growing magic beans

for Jack.

Key Vocabulary—Healthy, unhealthy, soil, sun, growth, water, feed, sprout, light, leaf,

stem, shoot and root

Key Skills Developed— Observations and photographs of seeds sown and trees. Show an understanding of operating technological toys.

Simple descriptions of the world around them.

Looking at objects and pictures and discussing what they can see.

Asks questions about aspects of their familiar world why and how.

Generating a variety of ideas for testing heartrate

English

Key Texts– Goldilocks and the Three Bears, Beware of the Bears, A Chair for Baby Bear, Goldilocks Returns,

Fairy tale News. The True Story of The Three Little Pigs.

Grammatical knowledge developed–

Reading focus—Recognising initial sounds , Listens to and joins in with stories and poems, one-to-one and also in

small groups. Looking at story structure beginning, middle and end. Describe main story setting, events and charac-

ters. Joins in with repeated refrains and anticipates key events and phrases. Suggest how a story may end. Use

vocab and forms of speech that are influenced by their experiences of books. Link sounds to letters. Name and

sound the letters of the alphabet.

Writing Focus— Correct letter-formation. Use clearly identifiable letters to communicate meaning, representing

some sounds correctly and in sequence. Begin to write labels and captions. Learn to segment and blend sounds in

simple words. Use Capitals when writing own name. Introduce features of a sentence; capital letter, finger space

and full stop.

People and Community/Geography and History

Theme -Where am I?

Key vocabulary– Home, community, city, town, neighbour, country, street, road, area

Key questions—Where are you in the reception or school? What is in the room and where is it (near what, next to what…)? What is around the base or class-room? What else is around you and where is it in the building and grounds? Where are you in the neighbourhood, and what is there - where? Does our neigh-bourhood, village, part of town, town/city have a name? Which country are we in? What planet do we live on, and what shape is it? How big is it? Who has seen a globe and played with it? What do you know? What are those large expanses of land and water named, and which are near to or far from each other? Has anyone been to any of these continents? Which are we in? Can we be in several places at once, like Russian dolls?

Key knowledge– Understand we live in Manchester, Name the area, Recognise street name for home and school,

Expressive Arts and Design-continue

Unit Title—Art with fruit

Artist Focus—Giuseppe Arcimboldo (fruit face)

Key Knowledge-Describe the texture and experiment to create new textures, Explore col-ours and how they can be changed, Use simple tools and techniques appropriately. Being Imaginative– Use available props to support role play, Introduce a storyline or narrative in their play.

To observe primary colours found in famous artwork.

Key Vocabulary—Primary, mixing, paint, water, brush, bright, dark, light, change, self por-trait, mirror, shape, line, features of the face, expression, mixing, wiping, brush, amounts of water, wet, dry, bright and light.

Key Skills Developed– Children will be able to identify primary colours used in famous art work. Children will recognise the work of Guiseppe. Children will begin to explore their fa-cial features and create a self-portrait using pencils.

RE

Unit Title- Celebrating Christmas, How do we celebrate Jesus’ birthday? Key Knowledge—explore the nativity story in a variety of ways and ensure pupils know that Christmas is the celebration of Jesus’ birth.

Key Vocabulary—Christmas, Jesus, Bethlehem, Mary, Joseph, donkey, inn, shep-herds, star and stable Key Questions—What is a birthday? When is your birthday? In what ways do you celebrate your birthday? How do we celebrate Jesus’ birthday? Why was Jesus a special baby?

Term and Focus—Autumn 2

Key Texts-Christmas and Hanukah

Christian Value—Peace

Music—Charanga Unit and Nativity

French-French alphabet (French Essentials Lesson 3)

Technology– Purple Mash

PE

Key Skills—basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities

Key vocabulary-Walking, running, leaping, hopping, flying, gliding, softly, quietly, silently, shuffling, darting.

Enhancement Ops

Non– Christian faith parents visit to discuss festivals like Christmas for them.

Parent secret readers for Reception Class.

Maths

Focus—Number and Place value, Number to 5

Shape space and measure— Time, 2d shapes

Key Knowledge— use careful counting known as one to one correspondence, identify and rec-ognise groups of objects up to 5 without counting. Knowing, saying and writing one more and one less than a given number, counting on and back, counting objects and actions, count irreg-ular objects, read, write and recognise numerals and numbers 1-5 and up to 20. Children will be able to talk about day and night order and sequence key events. Days of the week, yester-day, today and tomorrow. Recognise and compare 2d shapes. Consolidation.

Key Vocabulary— 1-5, numeral, number, more, less, add, subtract, take away. Days of the week, day, night, light, dark, now, next, after, before, order, sequence. 2d shapes.

Environment Writing

Label construction models.

Writing own name, mark making and letter formation.

Reading/Library area, titles, labels and cap-tions from books.

Environment Maths

Order, recognise and form 1-10

Order in size order small to tall

Order and sequence events

Recognise prime colour and shapes

Communication and Language

Beginning to use more complex sentences to link thoughts

Beginning to understand ‘why’ and ‘how’ questions.

Listens to others one to one or in small groups, when conversation interests them.

Personal, social and emotional education YR

Unit Title—Celebrating Difference

Key Knowledge- what being proud means and that people can be proud of different things • that people can be good at different things • Know what being unique means • that families can be different • that people have different homes and why they are important to them • different ways of making friends • different ways to stand up for myself • the names of some emotions such as happy, sad, frightened, angry • that they don’t have to be ‘the same as’ to be a friend • why having friends is important • some qualities of a positive friendship

Key Vocabulary– Different, Special, Proud, Friends, Kind, Same, Similar, Happy, Sad, Frightened, Angry, Family.

Children are encouraged to think about things that they are good at whilst understanding that every-one is good at different things. They talk about being different and how that makes everyone special but also recognising that we are the same in some ways. The children talk about their homes and are asked to explain why it is special to them. They talk about friendship and how to be a kind friend and

Science

Unit Title— Seasonal changes

Scientist Focus—Robert Fitzroy - meterologist

Key Knowledge– Observe changes across the 4 seasons, observe and describe the

weather assosciated with the seasons and how day length changes., look at how the

weather is different around the world.

Key Vocabulary— autumn, winter, summer, spring, hot, cold, sleet, rain, snow, wind,

fog, storm etc

Key Skills Developed— To communicate their observations about the seasons and

changes that occur. To make a chart recording daylength. To research weather in oth-

er countries. Link to Geog.

English

Key Texts– Jolly Christmas Postman, Little Cloud, Rosie’s hat, and non-fiction

weather texts.

Grammatical knowledge developed– words ending in y -happy, jolly, tidy,

windy, stormy, quickly, slowly.

Revise sentences, cl/fs/word spaces etc. More on questions marks, and identify

some speech.

Spelling rules— words ending in y. Start phase 5 with alternative sounds.

Phonics– ay/ou/ie/ea/oy/ir/ue/aw/wh/ph/ew/oe/au/ey then a-e/e-e/i-e/o-e/u

-e

Key genres– letters/postcards/lists/diary. Non-fiction.-weather report

History/Geography

Unit Title— Wonderful weather

Key Knowledge— How to make comparisons between different types of weather,

make recordings and observations about the weather,.

Key Vocabulary— types of weather, rain gauge, temperature, forecast, weather, sea-

sons, patterns, symbols, dangers., clothing.

Key Skills Developed— Collect weather data about our area and around the world,

map skills, identify seasonal and daily weather in the uk.

Art/Design Technology

Unit Title— windmills

Artist Focus— n/a

Key Knowledge– How to join materials to make them strong enough to support a

structure.

Key Vocabulary— blades, base, strength, height, materials, sails, spin, joining.

Key Skills Developed– designing, choosing materials, making from their plan, testing

and reviewing.

Outcome— Make a simple windmill.

RE

Unit Title— 1.3 Christmas gifts

Key Questions—Why do people give and receive gifts at Christmas? Why is Jesus described as a gift? How does it feel when you give and receive gifts?

What is the best gift you have ever received?

Key Knowledge— The Christmas story. Names of the main people in the story and a knowledge

of the order of the events.

Key Vocabulary— Gift, Wise Men, Magi and Jesus.

Key Skills Developed— communicating, retelling a story, making pictures or puppets to repre-

sent the story.

Computing

Unit Title— Online safety and 1;4 lego builders

Key Knowledge— How to use a template and the different icons etc. Why we need instructions, and why

we need the sequence. How to keep safe online.

Key Vocabulary– template, icon, order, sequence, next, before, after, between, instruction, internet.

Key Skills Developed– follow and create instructions.

Understand the importance of following instructions.

Consider the order of instructions– lots of discussion and organising.

Term and Focus—Autumn 2

(weather)

Key text— Jolly Christmas Postman– see Eng.

Christian Value—Peace

PSCHE Focus—Caring/friendship

Music—Charanga Unit

Rhythm in the way we walk and the ba-

nana rap.

PE-dance

Key Skills— Dance-weather music.

Key Vocabulary— movement, spin, turn,

tumble, speed, direction.

Enhancement Ops

Maths

Focus— Addition and subtraction

Key Knowledge— Numbers to at least 20, written and oral. Understanding what

addition/subtraction means, number sequence.

Key Vocabulary— add/more than/ plus/increase/ subtract/decrease/less than/

takeaway/minus/total/sum of/equal.

Cross-Curricular Writing

Weather diaries

RE-Jesus calms the storm.

Cross-Curricular Maths

Science-weather charts from across the world.

Times of day length across the seasons.

Geography– weather forecasts/graphs and

charts.

Science

Unit Title— Living things and their habitats

Scientist Focus— Rachel Carson

Key Knowledge- the differences between living, dead and never alive, know how living

things are suited to their habitats, identify and name a variety of plants in their habitats,

understand basic food chains

Key Vocabulary— habitat, micro-habitat, living, dead, MRS GREN, movement, respiration,

sensitivity, growth, reproduction, excretion, nutrition, food chain

Key Skills Developed— observe plants, animals and habitats, carry out a simple

experiment following instructions and note observations

English

Key Texts- The Storm Whale, The Storm Whale in Winter

Grammatical knowledge developed- using capital letters, full stops, question marks

and exclamation marks; use apostrophes for contraction and possession; recognise

nouns, verbs, adjective and adverbs

Spelling rules— spell common exception words; -dge, -ge; w spellings (e.g. worm,

warm, want)

Key genres- diary, poem, letter, non-chronological report

Key vocabulary- text, fiction, non-fiction, illustration, description, setting,

character, personality, appearance, expanded noun phrase, noun, adjective, verb,

adverb, capital letter, full stop, question mark, exclamation mark, common exception

words, apostrophe,

History/Geography

Unit Title— How have seaside holidays changed?

Key Knowledge— how seaside holidays have changed since the Victorian times, how the

heroic actions of Grace Darling contributed to the modern-day RNLI. Key Vocabulary— history, past, present, change, significant, source, artefact, timeline,

Key Skills Developed— Create a timeline, compare pictures and artefacts from the past

to present day, use different sources to find out about a significant person

RE

Unit Title—Why was the birth of Jesus such good news?

Key Questions— Why was the birth of Jesus good news? Why is this news so important? What difference did it

make to the world? How did the good news spread further? How is this good news told today? How is this good

news celebrated today? What do angels do?

Key Knowledge— That we believe that the birth of Jesus is good news,

that angels brought the good news to Zachariah, Mary and the shepherds, that we believe Jesus is the saviour

of the world.

Key Vocabulary— Bible, Books, Old Testament, New Testament, good news, Christmas, Jesus, angels

Key Skills Developed— I can ask good questions about the Christmas story. I can tell you all about what

happened to Zachariah. I can tell you the Christmas story. I can talk about the message of the angels. I can

describe the different ways artists portray angels. I can talk about the ways we share the good news at

Christmas time.

Year 2

Autumn 2

Oh, I do like to be beside the seaside

Key text— The Storm Whale

Christian Value— Peace

PSCHE focus- Celebrating differences

Music

Unit- Nativity music and percussion

PE

Key Skills— circuit training and fitness

Key Vocabulary— running, jumping, catching, throwing, team,

improve, heart rate

Maths Focus— Addition and subtraction, money, multiplication

Key Knowledge— solve problems with addition and subtraction, recall and use addition and subtraction facts to

20 fluently, and derive and use related facts up to 100, add and subtract; a two-digit number and ones, a two-

digit number and tens, two two-digit numbers, show that addition of two numbers can be done in any order and

subtraction of one number from another cannot, recognise and use the inverse relationship between addition and

subtraction and use this to check calculations and solve missing number problems, recognise and use symbols for

pounds (£) and pence (p); combine amounts to make a particular value, find different combinations of coins that

equal the same amounts of money, solve simple problems in a practical context involving addition and subtraction

of money of the same unit, including giving change

Key Vocabulary— number, digit, place value, ones (units), tens, hundreds, place holder, equal,

greater than, less than, fewer, more, dienes, number line, value, partition, bar model, whole part

model, add, subtract, minus, take away, pence, pound, money, amount, total,

Cross-Curricular Writing

RE- Message from Zechariah to Elizabeth, conversation

between Mary and Gabriel, newspaper report

History- Story of Grace Darling’s rescue,

Cross-Curricular Maths

Science- presenting results in graphs

DT- accurate measuring

ICT- shapes in computer art

Art/Design Technology

Unit Title— Punch and Judy puppets

Key Knowledge— how puppets are made to appeal to children, how to design and make an

appealing product

Key Vocabulary— puppet, design, product, purpose, sew, stitch, fabric, evaluate

Key Skills Developed— to design an appealing product for a purpose, to choose and use

appropriate tools, to use stitching, sticking and cutting to make a fabric puppet, to

evaluate a product,

Computing

Unit Title— Computer art

Key Knowledge— how to use a paint program

Key Vocabulary— paint, program, tools,

Key Skills Developed— to recreate a piece of art using a computer program, to

manipulate shapes and objects to create an art style, selecting appropriate tools

PSHCE

Focus- Celebrating Differences

Key Objectives- Name differences and similarities between

classmates, explain that sometimes people get bullied because

they appear to be different including gender stereotypes,

explain why it is OK to be different from friends

Science

Unit Title— Rocks

Scientist Focus— Mary Anning

Key Knowledge– Children will discover the different types of rocks and how they are formed.

They will compare and group rocks based on appearance and simple properties. They will learn

how fossils are formed and learn about the contribution of Mary Anning to the field of palaeon-

tology. Children will understand how soil is formed and then investigate the permeability of

different types of soil.

Key Vocabulary— Rocks, igneous, sedimentary, metamorphic, formation, volcano, changes,

compare, natural, human-made, properties, permeable, impermeable, hard, soft, durable, buoy-

ancy, fossil, fossilisation, soil, sub soil, organic matter, rapid, moderate, slow, transformations.

Key Skills Developed— Name the 3 different types of rocks. Handle and identify their proper-

ties. State the 4 different types of matter that soil is comprised of. Learn to make careful ob-

servations. Give examples of natural and human made rocks. Group rocks by their properties

and identify similarities and differences.

English

Key Texts-Stone Age Boy, Stig of the Dump, non-fiction texts

Grammatical knowledge developed-adverbs, fronted adverbials, apostrophe for contraction and

singular possession, paragraphs, conjunctions, clause and subordinate clause, inverted commas,

first and third person, a and an

Spelling rules— ly, adverbs: root words ending in y, le, al, ic, ly; adverbs: exceptions to the

rules and y3/4 statutory spellings

Key genres-narrative, instructions, explanations, newspaper report, balanced arguments, report,

interview, persuasive, informal letter, description, speech

Key vocabulary– thesaurus, dictionary, headline, orientation, main body, caption, quote, direct

speech, synonyms, present tense, formal language, sub-headings , time connectives such as: first,

then, next, later, finally; technical vocabulary, diagrams with labels, pictures with captions, con-

clusion, alliteration, emotional language, rhetorical questions, prediction, inference, comparison,

contrast,

History

Unit Title– Stone Age to the Iron Age

Key Knowledge- Know: where the Stone Age gets its name, which tools were crucial to the survival of early

man and how tools changed during the Stone Age to make hunting more successful, how Skara Brae was

discovered and some items found there, why children worked in copper mines, reasons why Iron Age peo-

ple wanted to protect their homes, challenges of survival which early man faced, reasons why Stonehenge

might have been built, two of the roles of Druids in Iron Age tribes, an important festival in the Druid

calendar, how homes changed from the Stone Age to Iron Age, how hillforts were designed to protect Iron

Age tribes.

Key Vocabulary– chronology, chronological, sources, Palaeolithic, Mesolithic and Neolithic times

Key Skills Developed- develop chronologically secure knowledge and understanding of local British history,

researching information on a topic, using historical sources of information and analysing it for reliability,

organising information, asking questions about change, cause, similarity and difference and significance,

note connections, contrasts and trends over time, use appropriate historical terminology

Art/Design Technology

Unit Title— Stone Age (painting) and (constructing)

Artist Focus— Bronwyn Bancroft– Aboriginal artist and illustrator

Key Knowledge– Prehistoric cave art is important as it serves as some of the best means of showing the interaction

between our primitive ancestors and the world as they perceived it.. Children will observe the paintings within the

Lascaux Cave , France and create their own using the influence of Bronwyn Bancroft. Children will use several different

medias to create different styles of these paintings. Children will produce Stonehenge art using chalk, pastels and black

paper . Design/Technology– Children will be creating their own fossils using clay and paint, stone age jewellery using

air dried clay and wool, and stone age tools from paper mache.

Key Vocabulary—colour, shape, pattern, texture, tone, primary colours, secondary colours, layering, overlapping

Key Skills Developed– Generate ideas for an item, considering it’s purpose and user/s. Make drawings with labels when

designing. Select tools and techniques for making their product. Use different media to achieve variations in line, tex-

ture, tone, colour, shape and pattern. Plan, design and make models. Make a simple paper mache object.

Outcome— A cave painting inspired by Bronwyn Bancroft . Stonehenge art using chalk, pastels and black card.

Stonehenge bone necklace using air dry clay and wool. Stonehenge tools using paper mache.

RE

Unit Title– unit 3.2 Christmas. God with us.

Key Questions– In what ways is God with us? How does it feel to be in the presence of God? How did/does the presence

of Jesus have an impact on people’s lives? In what ways are we in the presence of Jesus in the world today?

Key Knowledge-know: what it means to be present, Christmas is a celebration of the arrival of Emmanuel; who is Jesus

God with us, Christians believe God is with us through his Son, Jesus and the Holy Spirit, Christians believe that the

presence of God changes our lives,

Key Vocabulary-Emmanuel, Incarnation, Jesus, Son of God, Saviour of the world, King of Kings, , Prince of Peace,

Computing

Unit Title– Programming Turtle Logo and Scratch

Key Knowledge– use basic commands in Logo to move and draw on screen, know how to develop algo-

rithms using repeat command, know how to create algorithms in Scratch, know how to generate spaces

and angles

Key Vocabulary-pen up, pen down, move, rotate and repeat commands, block, Turtle Logo, Scratch, regu-

lar

Key Skills Developed-use correct commands to create desired outcomes, create and debug algorithms,

change and alter settings within programs, calculate angles

Term and Focus—Y3 Autumn 2

Key text—Stig of the Dump, Stone Age Boy

Christian Value– Peace (Advent)

PSCHE Focus— Celebrating difference

Music—Charanga Unit

Glockenspiel Stage 1

French—Catherine Cheater scheme

PE– Gymnastics

Shape

Key Skills- show control and co-ordination

making static/in air shapes, use low-level

apparatus, create sequences, use rhythmic

gymnastics equipment

Key Vocabulary- – static, symmetrical,

apparatus, rhythmic, accuracy, con-

sistency, flexibility, technique, control,

balance

Enhancement Ops

Maths

Focus—Number Multiplication and Division

Key Knowledge— Children recap their understanding of recognising, making and adding equal groups. Count from 0 in

multiples of 4, 8, 50 and 100. Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

Write and calculate mathematical statements for multiplication and division using the multiplication tables they know,

including for 2 digit numbers times 1 digit numbers, using mental and progressing to formal written methods. Solve

problems, including missing number problems, involving multiplication and division; including positive integar scaling

problems and correspondence problems in which n objects are connected to m objectives.

Key Vocabulary— Multiples, digits, equal groups, grouping, pattern, doubling, numicon, bar model, lots of, division,

multiplication, share, repeated addition, times tables, multiplicand, multiplier, remainder, distributive law

Cross-Curricular Writing

History- ‘Becoming a copper mine child’-

diary entry,

persuade an audience that the bow and

arrow is a good hunting tool

Design Technology– write instructions/

explanations for making Stone Age tools

Cross-Curricular Maths

Science– presentation of results

History– chronologically ordering dates

Computing– shape, direction and angles

Personal, social, health and emotional education

Unit Title—Celebrating Difference

Key Knowledge- Know why families are important • Know that everybody’s family is different • Know that sometimes family members don’t get along and some reasons for this • Know that conflict is a normal part of relationships • Know what it means to be a witness to bullying and that a witness can make the situation worse or better by what they do • Know that some words are used in hurtful ways and that this can have consequences

Key Vocabulary– Family, Loving, Caring, Safe, Connected, Difference, Special, Conflict, Solve It Together, Solutions, Resolve, Witness, Bystander, Bullying, Gay, Unkind, Feelings, Tell, Consequences, Hurtful, Compliment, Unique.

The class learn about families, that they are all different and that sometimes they fall out with each other. The chil-dren talk about techniques to calm themselves down and discuss a technique called ‘solve it together.’ The children revisit the topic of bullying and talk about being a witness (bystander), they took about how a witness has choices and how these choices can affect the bullying that is taking place. The children also talk about using problem-solving tech-niques in bullying situations. They talk about name-calling and choosing not to use hurtful words. They also talk about giving and receiving compliments and the feelings associated with this.

Maths

Focus— Number: addition and subtraction, measurement: length and perimeter, number: multiplication and division.

Key Knowledge— Add and subtract numbers with up to 4 digits using the formal written methods of columnar where

appropriate. Estimate and use inverse operations. Solve addition and subtraction 2 step word problems. Measure and

calculate the perimeter of a rectilinear figure (including squares) in centimetres and metre. Convert between different

units of measure ( for example kilometres to metre). Recall and use multiplication and division facts for multiplication

tables up to 12 x 12. Count in multiples of 6,7,9,25 and 1,000.

Key Vocabulary—addition, subtraction, add, take away, minus, less than , more than, estimate, formal, columnar,

perimeter, cm, m km, convert, length, rectilinear, shapes, times, divide, multiplication, division, digits, column,

English

Key Texts– Ice Palace by Robert Swindell. ‘In Flanders Field’ by John Mc Crae

Grammatical knowledge developed– Recognising and using pronouns. What is a fronts adverbi-

al, recognising one, understanding the types and using them, Direct speech– inverted commas.

Brackets.

Spelling rules—Words with a shuhn sound spelt with sion (if the root word ends in se de or d).

Words with a shuhn sound spelt with ssion (if the root word ends in ss or mit). Words with a

shuhn sound spelt with tion (if the root word ends in te or t or has no definite root). Words

with a shuhn sound spelt with cion (if the root word ends in c or cs). Words with ough to make

a long o oo or or sound. Statutory spellings year 3 / 4 list.

Key genres-diary; - Descriptive writing, letters, diary entry, report, poem, play script.

Computing

Unit Title— Animation

Key Knowledge—To know how to use a variety of software to design and create content to accomplish the animation of

a small stick figure. To know how to record animation of a number of characters moving on a background. To know

which sotware to use to create short stop motion animation film. To be able to analyse and evaluate software.

Key Vocabulary– animate, animation, still, image, thaumatrope, zoetrope, zoopraxiscope, stereoscope, flip book, frame,

onion skinning, loop, frame rate, record, stop, play, backdrop,

Key Skills Developed—Explain how animation started and how computer software has improved animation techniques.

To link a series of frames, change and image using onion skinning. Interact between two characters, controlling the

timing for appearance. Order sequence frames to create the effect of smooth movement.

Unit Title—Christmas. Exploring the symbolism of light.

Key Questions—Why is Jesus described as the Light of the World? What does the light do to the dark? Why is light

such a powerful symbol? Is light a good metaphor for Jesus? The sun already lights the world so how can Jesus be the

light? How did Jesus bring light? How does Jesus bring light?

Key Knowledge— To have an understanding of Christian belief that Jesus is the ‘Light of the World’. To explore the

metaphor of bringing light into people’s lives.

Key Vocabulary—Jesus, light, candles, Christingle, Light of the World, Saviour and incarnation, Dreidel, Hanukkah,

Hannukiah, Jerusalem, Temple.

Key Skills Developed— reflection, empathy, application, interpretation, investigation.

Enhancement Ops

Children in Need Day

Remembrance day memorial service

Church visit linked to WW1

Art/Design Technology

Unit Title— Moving mechanisms

Artist Focus— N/A

Key Knowledge– Investigate and evaluate products with lever and linkage systems. Use a range of tech-

niques to create moving mechanisms. To know how to plan and design a story book which has moving

parts and which type of moving parts fit best with the story.

Key Vocabulary—mechanism, moving parts, pop-ups, pivot, rotate, evaluate, lever, linkage, paper concerti-

na, pop out, window flap, design, storybook

Key Skills Developed– Can use technical language used to describe lever and linkage systems. Can mark

out and measure accurately. Can cut out shapes with precision. Can combine materials and components in

a variety of ways. Can create a design for a particular purpose. Can choose suitable mechanisms to create

moving parts in their story book. To evaluate their own product –is it fit for purpose? Can explain what

they would do differently if they were to make their product again.

.Outcome— A small book with moving parts –Winter story –target audience 3-6 years.

Cross-Curricular Writing

Science—report writing R.E—

Poems and diary entry

Geography—Descriptive writing/explanations and reports.

Cross-Curricular Maths

Charts/graphs/table—Science

Geography—measurement

History/Geography

Unit Title— The Water Cycle

Key Knowledge—To know the three states of matter. To know the key aspects of the water

cycle. To explain how clouds and rain are formed. To know how and why drinking water is

cleaned. To understand the causes and effects of flooding. To understand the causes and effects

of water pollution.

Key Vocabulary—solids, liquid, gas, melt, boiling, freezing, evaporation, cooling, condensation,

water, cycle, precipitation, groundwater, runoff, closed cycle, filter, flood, pollution.

Key Skills Developed—To explain the water cycle (main event/processes/ closed cycle). Naming

some different types of clouds. I can give reasons why water needs to be clean, suggest ways to

remove dirt and explain the steps involved in cleaning water. List different types of flooding,

explain what causes flooding, how it affects communities and was to limit flood damage. List

causes of water pollution, describe the effect on the water and consequently the plants and ani-

mals as well. I can list ways to reduce water pollution.

Term and Focus—Autumn 2

Key text— Ice Palace by Robert Swindells

Christian Value— Peace

PSCHE Focus— Celebrating differences

Music—Charanga Unit

ABBA –Mamma Mia

French—Catherine Cheater

PE

Key Skills—Group gymnastics and fit-

Ness. Uni –hoc.

Key Vocabulary—balance, roll, jump, weight

on hands, turn in the air, body shaping, canon,

Science

Unit Title— States of matter

Scientist Focus—William

Thomson (Lord Kelvin)

Key Knowledge-To sort and describe materials. Investigate gases and explain their properties.

Investigate materials as they change state. Explain how water changes state. Investigate how

water evaporates. Identify and describe the different stages of the water cycle.

Key Vocabulary—solids, liquids, gases, particles, states, materials, properties, carbon dioxide,

matter, material, weigh mass, melt, freeze, thermometer, temperature, evaporate, condense,

process, water, ice, vapour, dry, energy, heat, precipitation, collection, clouds, rain, hail, snow.

Key Skills Developed—To set up reliable and accurate investigations. Make and explain predic-

tions. Make and record accurate observations. Use scientific language to explain findings. Be

able to ask and answer questions based on their learning using scientific language.

Science

Unit Title—Living things in their habitats Scientist Focus—Jane Goodall

Key Knowledge– The process of reproduction and the life cycles of plants, mammals, amphibians, insects and birds. The

children will explore reproduction in different plants, including different methods of pollination and asexual reproduction.

They will recap their work in Year 3 by playing a game to name the parts of a flower. The children will have the oppor-

tunity to take cuttings from plants, creating clones of the parent plant. They will learn about different types of mammals

and their different life cycles, making life cycle wheels to present their learning. Furthermore, the children will find out

about Jane Goodall and her work with the now-endangered chimpanzees in Africa. They will explore metamorphosis in

insects and amphibians, comparing their life cycles. Finally, the children will explore the life cycles of birds, and will write

and star in their own wildlife documentary comparing the life cycles of different living things.

Key Vocabulary— Life cycle, sexual, asexual, stamen, anther, ovule, gametes, pollination, reproduction, mammal, am-

phibian, insect, bird, stage, habitat, metamorphosis

Key Skills Developed—• Identify parts of a flower, Give one difference between sexual and asexual reproduction, De-

scribe ways plants can be pollinated, Identify plants that reproduce asexually, Describe ways to grow new plants other

than from seed, Identify the stages in the process of sexual reproduction, Identify different types of mammals, Give three

facts about Jane Goodall, Describe threats faced by chimpanzees, Identify familiar animals that undergo metamorphosis,

Order the stages of the life cycles of mammals, birds, insects and amphibians.

English

Key Texts-Kensuke’s Kingdom

Grammatical knowledge expanded noun phrases, word classes—modal verbs,

adverbs of possibility, pronouns and relative clauses

Spelling rules—Twinkl Y5 1B word list. Words with silent letters, modal verbs

and ‘ment’ suffix

Key genres-diary; Captains Log (Diary entries) fictional writing, newspaper re-

port and descriptive writing.

Key vocabulary—character; narrative; dialogue; comparison, factual, expanded

noun phrase (ENP) synonym, first person, relative clause, past, present, future,

pronoun,

History/Geography

Unit Title—Marvellous Mapping

Key Knowledge—Marvellous Maps allows children to further explore the range of maps available to geographers and to

develop their understanding of the key features of maps. They will study a range of maps and atlases, including digital

maps, and compare their features. The will learn to use the eight compass points to give directions and give grid refer-

ences to locate places on a map. By comparing maps of the same place, children will learn about the way that places

have changed over time.

Key Vocabulary— Atlas, map, index, symbol, Ordnance Survey, co-ordinates, longitude, latitude, grid reference, loca-

tion, similarities, differences, compare, physical features.

Key Skills Developed—Use an index to find a place name, Find the correct page in an atlas by using the index, Explain

why maps have symbols on them, Recognise some map symbols on an Ordnance Survey map, Give co-ordinates by

going across first and then up, Find a location from four-figure coordinates, Find similarities and differences between

photographs of the same location, Find differences between maps of the same location, Find a location on a page by

using simple co-ordinates, Identify physical features on a map, Use a key to find out what a symbol means, Give four-

figure co-ordinates for a location, Find similarities between maps of the same location.

Art/Design Technology

Unit Title—Sunsets and the sea (mixing colours)

Artist Focus—Hokusai

Key Knowledge– Study of a famous artist (Hokusai) and recognise his style of work, Use this famous artist as inspiration

for your on work, record observations, thoughts and feelings, use sketch book to develop ideas, mix and experiment

with mixing to create tones of colours, apply water colour techniques to produce a final refined piece.

Key Vocabulary—landscape, seascape, Hokusai, colour palette, tones, hues, shades, contrasting, complimenting, Japa-

nese, inspiration, style

Key Skills Developed– Select and collect visual information from 1st hand observation to help develop own ideas, Discuss & investigate artist style & technique, Develop control of water colours and colour mixing/ matching techniques, Discuss

sources of inspiration in Hokusai’s Japanese landscapes: Mount Fuji, seascapes & tsunami, waterfalls.

Outcome—Develop effective colour mixing techniques, produce own interpretation of a Hokusai, use colour mixing tech-

niques to produce a refined finished product.

RE

Unit Title—Christmas (The Gospels of Matthew and Luke)

Key Questions—Where in the Bible is the Christmas story? How are the stories in Matthew and Luke similar/different?

How do our celebrations reflect the true meaning of Christmas? Where do the ideas of including a donkey and a stable

in the story come from?

Key Knowledge— that the nativity is found in the gospels of Matthew and Luke, that the true meaning of Christmas is

the celebration of the birth of Jesus, the son of God, Messiah, that different denominations of Christianity hold different

beliefs views about Mary.

Key Vocabulary—Saviour, Messiah, Gospel, Matthew, Luke, nativity, Herod, incarnation and salvation. Key Skills Developed—Identifying the two nativity stories and considering the purpose of the Gospel writers.

Computing

Unit Title—Scratch (Developing games)

Key Knowledge—this unit builds on the knowledge of Year 4 unit (quizzes and games) using scratch to edit and build

algorithms for simple games. The children will develop their existing skills in writing, editing and debugging code.

Key Vocabulary– e-safety, program, code, control, simulate, simulation, input, output, algorithms, debug, errors, repeti-

tion, sequence, decomposing, sprite, background.

Key Skills Developed– Design a develop a character game, design an original character or back drop for a game, add

features or effects to enhance a game, create an original animated game with a specific goal, program costume changes

for a sprite and add point scoring and levels to game code.

Term and Focus—Autumn 2

Kensuke’s Kingdom —Michael Morpurgo

Christian Value—Peace (Advent)

PSCHE Focus—Celebrating Difference

Music—Violins Mr Price

French—Catherine Cheater

PE

Key Skills—Gymnastics (movement)

Key Vocabulary— Routine, series,

sequence, perform, pike, vaulting, round

offs

Enhancement Ops

Topic themed homework

Maths

Focus—Multiplication and Division, Area and Perimeter

Key Knowledge—mentally multiply and divide numbers drawing on known facts; multiply and divide whole numbers by 10, 100 and

1000; identify multiples and factors including common factors and factor pairs for numbers, recognise and use square and cube numbers

and recognise the notation for these; solve problems using multiplication and division; know and use the vocabulary of prime numbers

prime numbers and composite numbers; establish whether a number up to 100 is prime and recall prime numbers up to 19; measure and

calculate the perimeter for composite rectilinear shapes using cm and m; calculate and compare the area of rectangles and estimate the

area of irregular shapes.

Key Vocabulary—multiply factor, multiple, prime, composite, square, cube, factor pair, lowest common factor, number fact, place value

chart, problem solve, strategy, investigation, systematically, perimeter, area, linear, rectangular, rectilinear, irregular, regular, cm, mm, m,

convert, m2, cm2

Cross-Curricular Writing

RE— Diaries of gospels

Eye witness accounts of events

Geography— Description of islands

Cross-Curricular Maths

Geography— mapping co ordinates, area of

maps, distnace , perimeter & direction

Art— ratio mixing colours

Science

Unit Title—Electricity

Scientist Focus—Thomas Edison, Nikola Tesla

Key Knowledge-explain the importance of major discoveries in electricity; understand how changing

voltage effects a circuit; link this to the brightness of a bulb or loudness of a buzzer; understand vari-

ations in how components function; understand the importance of careful and accurate data collec-

tion; use results of a prior investigation to increase the accuracy of a further test

Key Vocabulary—electricity, electric current, alternating current, direct current, battery, cell, bulb,

wire, switch, motor, buzzer, circuit, voltage, brightness, loudness,

Key Skills Developed— record and analyse observations including data of increasing complexity;

explaining variations in results; plan an investigation using independent, dependent and controlled

variables; reporting and presenting findings from enquiries, including conclusions and explanations of

degrees of trust, in a variety of oral and written forms

English

Key Texts-The Lions of Little Rock

Grammatical knowledge developed-word classes, subjunctive mood

Spelling rules—Words ending in -able Words ending in -ably Word families based on common

words, showing how words are related in form and meaning Creating diminutives using prefixes

microor mini Key genres-eye witness account, chronological report, biography

Key vocabulary—civil rights, segregation, integration, activist, justice, injustice, law, noun, ab-

stract, concrete, common, proper, collective, verb, auxiliary, action, adjective, adverb, deter-

miner, pronoun, conjunction, preposition, subjunctive, mood

History/Geography

Unit Title—Amazing Americas

Key Knowledge—that America is a two continents, North and South; that the two main lan-

guages on the continent are English and Spanish; that there are a variety of climates in America

and what those climates are; the names and locations of principal rivers in North America; the

variety in physical geography in North America and the names and locations of oceans, moun-

tain ranges, deserts and other physical features; the position of the major cities of North Ameri-

ca; the key features of Chicago

Key Vocabulary—continent, equator, language, population, trade, economy, river, mountain

range, Washington DC, Chicago, Appalachians, Rockies, Mississippi, desert,

Key Skills Developed—locate places on a world map; suggest their own questions for investiga-

tion, analyse evidence and grow conclusions, identify significant locations and environments, use

atlases to find physical features, use primary and secondary sources of evidence

Art/Design Technology

Unit Title—American Patchwork Quilts

Artist Focus—Robin Cowley; The Aids Memorial Quilt

Key Knowledge-that early American colonial and pioneer women developed the art of quilting and patch-

work, that quilting and patchwork uses materials from old clothes etc, that quilts and patchwork can tell a

story, that the Aids Memorial Quilt was created to remember those who lost their lives to the disease

Key Vocabulary—textiles, applique, quilting, patchwork, stencil, running stitch, cross stitch, blanket stitch,

needle, thread

Key Skills Developed– use of applique to create a design on fabric, creating a design for a purpose, joining

materials using a variety of stitches, making choices about techniques to use (eg stencilling, applique) and

giving reasons for choices, evaluating work

Outcome—square of a quilt for a memory –linked to Aids Memorial Quilt

RE

Unit Title—How do Christians prepare for Christmas?

Key Questions—What is Advent? When is Advent? Why is Advent a time of preparation? What is being prepared for

during Advent? What has this unit taught you about what it means to be a Christian? What has this unit taught you

about Christian beliefs? Have you learnt anything about yourself from this unit?

Key Knowledge—Advent is a time when the church focusses prayer on the second coming of Christ; different denomina-

tions within Christianity hold differing beliefs about the importance and status of Mary; the themes of Advent tell the

‘big story’ of God’s salvation plan; Christians believe that Jesus is the promised Messiah, but Jewish people do not.

Key Vocabulary—Advent, prophet, prophesy, John the Baptist, Messiah, annunciation, incarnation, Mary

Key Skills Developed—describe the symbolism, practices, beliefs and themes of the season of Advent; explain the ways

in which Jesus fulfilled the Old Testament Prophecies; express and explain their hopes and dreams for the future; use

religious vocabulary to show they understand the themes of Advent; express their opinion about what they think the

message of John the Baptist would be today.

Computing

Unit Title—Scratch Animated Stories

Key Knowledge—that programming has its own languages, that computer programs can need debugging, that timings

can be used in programs along with variables, that repetition of commands can be used to create programs

Key Vocabulary– program, algorithm, debug, repetition, animate, animation, repeat, remix, iteration, broadcast, se-

quence, deconstruct, visible, invisible, transition

Key Skills Developed Use rapid costume changes to give an animation effect. • Add interactive features to a scene. •

Program the use of a single button to control background changes. • Control smooth transitions between characters,

scenes and audio. Create a sequence of story scenes with added audio. • Structure and sequence the animation of char-

acters in each scene. • Use the repeat command to create animation effect. • Make a character visible or invisible at the

correct times.

Term and Focus—Autumn 2

The Lions of Little Rock—Kristin Levine

Christian Value—Peace

Music—Charanga Unit

Fresh Prince of Bel Air—Hip Hop

French—Catherine Cheater

PE

Key Skills—dance of the 20th Century, hockey

Key Vocabulary—routine, choreograph, count,

rhythm, sequence, ball, stick, dribble, pass,

shoot, score

Enhancement Ops

Virtual visitor to talk about growing up African

American in the Deep South

Selling poppies for Remembrance

Virtual Nativity

Maths

Focus—Fractions; Geometry—position and direction

Key Knowledge—simplifying fractions and finding equivalents; placing fractions on a number line; compar-

ing and ordering fractions by denominator and numerator; adding fractions (including improper fractions

and mixed numbers); subtracting fractions (including improper fractions and mixed numbers); multiplying

fractions by whole numbers; multiplying fractions by fractions; dividing fractions by whole numbers; finding

fractions of an amount; finding the whole from a fraction of an amount; describe positions on the full coor-

dinate grid (all four quadrants); draw and translate simple shapes on the coordinate plane, and reflect

them in the axes.

Key Vocabulary—fraction, denominator, numerator, mixed number, improper fraction, simplify, multiple,

lowest common multiple (LCM), factors, highest common factors (HCF), simplify, equivalent, multiply, di-

vide, coordinate, x axis, y axis, quadrant, translate, reflect Cross-Curricular Writing

RE—Newspaper Report

Geography—Non Chronological Report on

Chicago

Cross-Curricular Maths

Science—presentation of results

Geography—presenting climate information

Art—measuring accurately

PSHCE

Learning Intentions: understand there are different perceptions about what normal

means; understand how being different could affect someone’s life; explain some of

the ways in which one person or group can have power over another; know some

of the reasons people use bullying behaviours; give examples of people with disa-

bilities who lead amazing lives; explain ways in which difference can be a source of

conflict and a cause for celebration

Social and emotional development: empathise with people who are different;

aware of their attitude to people who are different; know how it can feel to be

excluded or treated badly by being different in some way; give a range of strate-

gies for managing feelings in bullying situations and for problem-solving when I’m

part of one; appreciate people for who they are; show empathy with people in

either situation